3 Simple Ways Administration Can Inspire Teacher Motivation

I frequently speak with educators regarding their experiences at their schools.  I pay attention to the correlation between their moral and other factors outside of their control.


Outside factors considered (thanks to School Digger):

• School performance (statewide performance, test scores)
• Student body (diversity, free/reduced lunch %)
• Classroom set-up (student/teacher ratio, staff size)

I can usually tell what stance their school administration takes in the teacher/administration relationship department based on a 5-minute conversation.

Unfortunately, as schools perform poorly, the pressure from above crashes down on teachers and slowly depletes their drive, passion, and purpose.  

Here are 3 simple ways school administration can keep the ship moving forward towards progress.

1. Autonomy

Give teachers the freedom to exercise creativity in the classroom.  

The negative effects of micromanaging can be detrimental to the structure of a classroom/school.  Don't micromanage a teacher's classroom.  Instead, offer constructive feedback on the things that'll have the greatest impact on the overall classroom environment.

Let teachers shine through their personal strengths and interests.

2.  Mastery

Enable teachers to do work that matters and that will help better their mastery.

Don't be too rigid.  Allow your staff to experiment with a new model or system they've recently discovered.  By doing things the same way they've always been done, how much are you expecting to change/improve?  

If your staff is taking the time outside of school to improve their craft, then you should be open to allowing them to experiment in the classroom.

Who knows, it might be just the thing your school is searching for.  

3.  Purpose

Purpose is often lost when stress and pressure blind us from a school's vision.

Frequently remind staff of the reason you're together and the challenges that you'll overcome together.  This may seem obvious, but it seems as if many educators feel as if their school leadership doesn't do a great job at communicating the purpose.